THE EFFECTS OF MOTIVATION AND LISTENING STRATEGIES ON THE ENGLISH LISTENING COMPREHENSION OF JUNIOR HIGH EFL STUDENTS IN TAIWAN

• Main Authors: Mi-chi Yeh, 葉米琪
• Other Authors: Raung-fu Chung
• Format: Others
• Language: en_US
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/58667449079537069191

碩士 === 國立高雄師範大學 === 英語學系 === 92 === This study aimed to investigate the effects of motivation and listening strategies on the English listening comprehension of junior high school students in Taiwan. The subjects were four hundred and sixty-seven second-year students in Kaohsiung Municipal Wu Fu Junior High School. The researcher adopted two questionnaires─the English Listening Comprehension Motivation Questionnaire and the Listening Comprehension Strategy Questionnaire as the instruments in the study. Besides, from the two questionnaires, the information of subjects’ learning background was discussed in the thesis. The main findings of this study are as follows: 1. The subjects with high motivation (HMG) as well as those with low motivation (LMG) all agree with the importance of listening comprehension while they lack confidence in their listening abilities, especially the low-motivated students. 2. The high-motivated and low-motivated learners have similar listening strategy uses. For instance, they prefer the metacognitive strategies; they do not use the cognitive strategies very often. 3. The subjects with high proficiency (HPG) and the subjects with low proficiency (LPG) are different in the frequency and flexibility of their strategy use. The subjects with high proficiency employed listening strategies significantly more frequently than the subjects with low proficiency. 4. From the answer to Question 25 in the English Listening Comprehension Strategy Questionnaire, most of students agree that practicing listening every day is a good way to polish their listening comprehension. It also reveals that many students who want to make their listening comprehension well have no idea how to do it. Students do need the guide or instruction of listening comprehension. On the basis of the study findings, the researcher suggests that EFL teachers improve students’ listening comprehension by applying different instructional strategies to teach. In addition, teachers had better provide an environment that students develop their listening comprehension with sense and pleasure. In order to lift students’ motivation, teachers may adopt different teaching methods; for example, cooperative learning and creative teaching are two good methods to spur students’ learning motivation.